The importance of traits and abilities in supervisors' hirability decisions as a function of method of assessment

Past research on the importance of traits and abilities in supervisors' hirability decisions has ignored the influence of the selection method used to derive information about these traits and abilities. In this study, experienced retail store supervisors (N=163) rated job applicant profiles that were described on the Big Five and General Mental Ability (GMA) personality dimensions. Contrary to past studies, the supervisors were also informed about the method of assessment used (paper‐and‐pencil test vs. unstructured interview). Hierarchical linear modelling analyses showed that the importance attached to extraversion and GMA was significantly moderated by the selection method, with extraversion and GMA decreasing in importance when store supervisors knew that scores on extraversion and GMA were derived from a paper‐and‐pencil test as opposed to from an unstructured interview. Store supervisors with more selection‐related experience also attached more importance to GMA. Results are discussed in relation to the practice–science gap and the extant literature on perceptions of selection procedures.     

Supervisor estimation of abilities required in jobs

The Minnesota Job Requirements Questionnaire (MJRQ) was developed and administered to supervisors of 11 selected jobs who rated the ability requirements of the job they supervised. The MJRQ represented each of nine GATB aptitudes by five items in a Likert-type format. MJRQ ratings were compared with expert ratings in the Dictionary of Occupational Titles (DOT) and Occupational Ability Patterns (OAPs) derived from administration of the General Aptitude Test Battery (GATB). Reliability of MJRQ ratings was shown by high Hoyt reliability coefficients. Comparison of mean ratings and variabilities of ratings by supervisors in a job showed construct validity for the MJRQ approach, as did intercorrelations of MJRQ ratings. OAPs derived from the MJRQ compared favorably with those derived from the GATB and DOT, showing promise for the parsimonious MJRQ approach to the development of OAPs.     

Big Five Personality Dimensions and Job Performance in Army and Civil Occupations: A European Perspective

This article reports three meta-analyses on the relation between the Big Five personality dimensions and job performance using exclusively European samples. Also, the incremental validity of Conscientiousness and Emotional Stability over General Mental Ability is reported. The results show that Conscientiousness (p = .23) and Emotional Stability (p = .23) generalized validity across criteria and civil and military occupations. The results also showed that Conscientiousness and Emotional Stability had incremental validity and added to total validity a percentage around 10% to 11 %. Implications for the international generalizability of validity and the practice of personnel selection are commented on.     

Structure of physical performance in occupational tasks

Two lines of research concerning the dimensionality of physical performance in occupational tasks are described. In the first, the physical requirements of tasks are analyzed as reflected in job analyses. In the second, the structure of physical abilities tests used to predict performance in physically demanding jobs is evaluated. Principal components analyses of both job analysis and test performance data suggest that the structure of physical abilities has three major components--strength, endurance, and movement quality. This structure appears to be independent of job type or level of incumbents' performance.     

Selection or Training? A Two-Fold Test of the Validity of Job-Analytic Ratings of Trainability

Decisions to use selection devices or training are typically based on subject matter expert (SME) judgments concerning the trainability of job components, including tasks and knowledge, skills, abilities, and other characteristics (KSAOs). The studies reported here examined the validity of SME trainability judgments from two perspectives. We found that (1) different SME groups' judgments related differently to actual learning changes in KSAOs covered in a training program and (2) sources of variability thought to be unrelated to the job influenced trainability ratings. Implications for the selection of SMEs in job analysis applications intended to determine the trainability of various job components are outlined.     

Relationship between rigidity-flexibility and cognitive abilities in adulthood

The interrelationship of measures of rigidity-flexibility and of psychometric intelligence is examined. The latent factors of Attitudinal Flexibility, Motor-Cognitive Flexibility, and Psychomotor Speed are derived from the Test of Behavioral Rigidity, and factors of Inductive Reasoning, Spatial Orientation, Verbal Ability, Numeric Ability, Verbal Memory, and Perceptual Speed are derived from the Thurstone Primary Mental Abilities Test and the Educational Testing Service Kit of Factor-Referenced Tests. The data base in this study comes from the fifth wave of the Seattle Longitudinal Study (N = 1,628; age range, 22-95 years). The Rigidity-Flexibility factors were found to be independent of the cognitive domain. Also, longitudinal stability of the factor structure of the rigidity-flexibility domain was confirmed for 837 participants tested in both 1977 and 1984.     

Specific versus general skills and abilities: A job level examination of relationships with wage

The extensive literature purporting an upgrading in occupational skill requirements paired with the perception of a skill shortage in the workforce calls for the need to develop workplace skills and abilities. However, decisions about which skills to develop would be aided by information about which skills/abilities are valued most highly and lead to higher wage jobs. The job evaluation literature and labour‐market wage theory present competing hypotheses about skill—wage relationships. The ACT Inc.'s Work Keys® system, the prototype Occupational Information Network, and the fourth edition Dictionary of Occupational Titles job analytic databases were paired with concurrent wage data. These data made it possible to conduct a job‐level evaluation of whether specific skills/abilities could be identified that were most strongly linked to wage or whether broad skill/ability factors accounted for a majority of wage variance. Results indicated that a majority of the wage variance explainable by skills/abilities could be attributed to a general cognitive factor.     

PREDICTING TRAINING SUCCESS: NOT MUCH MORE THAN g

The roles of general ability ( g ) and specific abilities ( s₁ … s_g ) were investigated in prediction of job-training-school grades. Subjects were 78,041 Air Force enlistees in 82 jobs. General ability and specific abilities were defined by scores on the first and subsequent unrotated principal components of the enlistment selection and classification test, the Armed Services Vocational Aptitude Battery. Linear models analyses revealed that s₁ … s ₉ added little to the prediction afforded by g. It was also determined that a common prediction equation for all jobs was almost as predictive as an equation for each job.     

Components of quantitative reasoning: General and group ability factors

In this study we tested the hypothesis that quantitative reasoning performance is a function of specific processing components as well as general cognitive abilities such as working memory capacity, reasoning, and verbal comprehension. Subjects were administered tests of these three ability factors as well as tests designed to measure three components thought to underlie algebra word problem solving: problem-type identification, decomposition and sequencing, and problem translation. Confirmatory factor analyses indicated good fits for our models of the general ability factors and the word-problem-solving components. Further analyses indicated that the word-problem-solving components added substantially to the more general cognitive abilities in explaining variance in arithmetic reasoning and math knowledge test scores obtained from the Armed Services Vocational Aptitude Battery. We conclude that although general cognitive ability and/or working memory are certainly important ingredients of quantitative reasoning, specific processing components suggested by cognitive theory are at least as important determinants of performance.     

An examination of employee perceptions of a subjective performance appraisal system

This study sought to identify factors related to employee perceptions of the accuracy of performance ratings they received using a subjective rating system. It also sought to determine if the relationship between these correlates and perceived fairness and accuracy was moderated by employee sex and/or race. The results were based on the analysis of items from questionnaires completed by 234 government employees whose job performance was rated on a graphic rating scale. A factor analysis of the predictor items yielded three factors. The first factor dealt with employees' confidence in their supervisors' qualifications to accurately rate their performance, the second with matters related to a discussion of appraisal outcomes (i.e., rewards and career progress), and the third with the relevance of the appraisal instrument. The measure of perceived fairness and accuracy was regressed onto scores derived for each of the three factors, plus a set of contrast variables representing the various race/sex groupings and a set of demographic variables (viz., job tenure, education level, and supervisory status). Factors 1 and 2, race, and supervisory status were found to be significantly related to perceived fairness and accuracy. Moreover, the relationship of the criterion with job tenure was moderated by race, that with factor 2 was moderated by sex. Management implications of these findings are discussed.     

Cognitive abilities profiles of Caucasian vs Japanese subjects in the Hawaii Family Study of Cognition

General intelligence (the unrotated first principal component) was partialled out of the cognitive abilities factors—verbal ability, spatial ability, perceptual speed, and visual memory—obtained for the 15 tests of cognitive abilities used in the Hawaii Family Study of Cognition (HFSC). The resulting cognitive abilities profiles indicated that HFSC subjects of Caucasian ancestry scored higher relative to subjects of Japanese ancestry on the verbal and visual memory factors, but lower on the spatial and perceptual speed factors. This ethnic group difference in the shape of the cognitive abilities profiles was found to be highly consistent across sexes and generations, in spite of the large mean differences across these groups in factor scores.     

Empirically derived groups in the assessment of recovery from aphasia.

This paper examines the pretreatment intercorrelation matrix of the subtests of the Porch Index of Communication Ability to derive factors reflecting components of language impairment. In addition to a general factor reflecting overall language dysfunction, five specific factors reflecting verbal competency (fluency), graphic-verbal expression, gestural-verbal expression, gestural-nonverbal comprehension, and graphic-geometric comprehension were found which accounted for 90.6% of the total variance. A cluster analysis of the five pretreatment factor scores yielded six groups which accounted for 79% of the variance for these factors. These groups were differentiated primarily in terms of impairment and showed a high rate of accuracy prediction for group membership (97.5%). These groups were extremely stable, as shown by the 75% accurate prediction rate derived from the post-treatment factor scores. The effectiveness of this model in generating homogeneous and highly discriminable groups based on objective measures of the patient's language functions indicates that classification of patients into empirical groups should be a major concern of any research design. Implications for assessing effectiveness of therapeutic intervention and the design of test battery were also discussed.     

Effects of cognitive training on primary mental ability structure

We report results of the first empirical test, as far as we know, of the assumption of structural invariance of latent constructs from pretest to posttest in cognitive training research on the elderly. In all, 401 participants in the Seattle Longitudinal Study, over 62 years old, received a 5-hr test battery at pre- and posttest that included 16 ability tests, marking the five primary abilities of Spatial Orientation, Inductive Reasoning, Numerical Ability, Verbal Ability, and Perceptual Speed. A total of 229 of our subjects received 5 hr of individual training on either Spatial Orientation or Inductive Reasoning. Restricted factor analysis with the LISREL algorithm tested the hypothesis of measurement equivalence across test occasions, separately for the control subjects and for each of the training groups. When ability-specific cognitive training intervenes, no structural change is observed for abilities not subject to intervention. However, slight shifts occurred in the optimal regression weights for the different markers for the training target abilities.     

Sex differences in latent cognitive abilities ages 5 to 17: Evidence from the Differential Ability Scales—Second Edition

Sex differences in the latent general and broad cognitive abilities underlying the Differential Ability Scales, Second Edition were investigated for children and youth ages 5 through 17. Multi-group mean and covariance structural equation modeling was used to investigate sex differences in latent cognitive abilities as well as changes in these differences across age. Most broad abilities showed mean differences across the sexes, and all such differences varied across ages. Girls showed an advantage on the processing speed (Gs) first-order residual factor. Girls also showed advantages at some ages on free-recall memory, a narrow ability of long term retrieval (Glr). Boys showed a developmentally-related advantage on a visual-spatial ability (Gv) first-order residual factor, depending on age. Younger girls showed an advantage on short-term memory (Gsm). No statistically significant sex differences were shown on the latent comprehension-knowledge (Gc) factor, or on a second-order, latent g factor. Boys showed larger variances for several broad abilities, some substantial, but those differences were not statistically significant.     

Methodology for Identifying Abilities for Job Classification: An Application of Job Analysis

There has been a resurgence of interest in using cognitive and personality factors to improve prediction of job performance. Small gains in prediction efficiency can have enormous benefits for organizations that make many employee placements. It is prohibitively expensive to conduct empirical validity studies for every newly proposed factor for every job. A cost-effective alternative is the method of expert judgments in which subject matter experts (SMEs) rate the importance of various abilities for task components. This rational specification technique was applied to four Air Force enlisted and four officer occupations using the survey mail-out method to obtain SME ratings of the importance of various abilities for successful job performance. Tasks (e.g., calculate serial dilutions, evacuate refrigerant subsystems) were grouped by verbs to define activity modules. Reliable and reasonable ratings of the importance of abilities were obtained by the survey mail-out method.     

Agreements and Disagreements on the Role of General Mental Ability (GMA) in Industrial,Work, and Organizational Psychology

General Mental Ability (GMA) has empirical evidence supporting it as a strong predictor of job performance. However, there are agreements and disagreements about the role of GMA in Industrial, Work, and Organizational (IWO) psychology. Some embrace it enthusiastically; some tolerate it; some spend their entire careers looking for ways to minimize the effects of GMA in personnel selection; and, finally, some revile and loath the very concept. The reasons for the divergence vary, and in this special issue of Human Performance we brought together leading IWO psychologists and researchers to discuss the potential role of GMA in personnel selection. In this summary, we synthesize, around eight themes, the main points of agreement and disagreements across the contributing authors. The major themes and questions are: (a) predictive value of GMA for real-life outcomes and work behaviors, (b) predictive value of GMA versus specific abilities, (c) the consequences of the criterion problem for GMA validities, (d) is utility evidence for GMA convincing?, (e) are the negative reactions to GMA tests a result of group differences?, (f) is theoretical knowledge of GMA adequate?, (g) is there promise in new methods of testing for GMA?, and (h) what is the current status of non-GMA predictors as substitutes or supplements to GMA?     

Lack of Ability Is Not Always the Problem

Managers request validation studies and stringent standards to stem training attrition. These studies while legally mandated and important are not necessarily the solution. The current study was motivated by such a request. The validity of four composites from an aptitude battery for predicting training success for weapons directors was evaluated. Participants were 353 Air Force personnel who completed training and duty in a previous job. All four composites, Mechanical, Administrative, General, and Electronics were valid. General was most valid. We observed only three academic failures among 32 failed participants. The General composite scores for the successful and non-academic failures were very similar. It was speculated that low motivation and job design features were contributing factors for most eliminees.     

Cognitive and GMA Testing in the European Community: Issues and Evidence

This article reviews the evidence on General Mental Ability (GMA) and cognitive ability tests in connection with employment in the European Community (EC). Five themes are reviewed: prevalence, applicant reactions, testing standards, criterion validity, and recent advances. The first section shows that GMA and cognitive ability tests are used more often in Europe than in America. The second section, regarding applicant reactions, shows that the studies carried out in the EC have shown that there are no differences between Europe and America. The third section shows that there is an initiative to harmonize the standards used across the European countries. In the fourth section, we report on a validity generalization study carried out using the primary studies conducted in Great Britain and Spain. The results showed that GMA and cognitive tests are valid predictors of job performance and training success in both countries and they generalize validity across occupations. Furthermore, the size of the observed validity estimates is similar to those found in the American meta-analyses. Finally, two recent advances are mentioned: the British "Project B" and the use of virtual reality technology for predicting job performance.     

Practical Intelligence,g, and Work Psychology

Intelligence has been the most widely studied and controversial factor used to explain individual differences in job performance. The controversy stems not so much from the validity of some kind of g-the evidence in support of some kind of g is impressive-but from the perspective that g is the best or even the only indicator of human abilities. Although g is a fairly consistent predictor of performance, it is far from the sole determinant of performance. There are many other factors that influence performance, such as personality and motivational constructs, that should be considered in addition to g. But perhaps more important, g represents a limited conceptualization of intelligence. This article focuses on the concept of practical intelligence, which reflects a broader conceptualization of the abilities needed for real-world success. We review research on tacit knowledge as an aspect of practical intelligence and consider the implications that practical intelligence has for work psychology.